The purpose of this assessment was to provide nursing students with additional opportunities to reinforce and apply their knowledge and clinical skills within the safety of the laboratory setting. As several skills had been introduced and practiced earlier in the semester, this review experience was designed to support skill retention and promote continued competency. The assessment allowed students to revisit essential concepts, strengthen critical thinking, and build confidence in preparation for progression into Block 3 of the nursing program.
The need for this assessment was identified through open conversations from students. Learners expressed concern that certain clinical skills were not as well retained or as strong as others and requested additional opportunities for review. Students self-identified specific skills they wished to practice again with the guidance and support of faculty (such as phlebotomy and tracheotomy care).
Additionally, variability in clinical site experiences can limit students’ exposure to certain skills, as opportunities to perform them depend on patient conditions and availability. As a result, not all students are able to practice each skill consistently in the clinical setting. This assessment was therefore necessary to perform the learning opportunities, reinforce skill competency, and support student confidence prior to progression into Block 3 of the nursing curriculum.
As students entered the laboratory, all instructors were dressed in house robes representing the four Harry Potter houses. Students were then sorted into Gryffindor, Hufflepuff, Ravenclaw, or Slytherin. These House assignments served as the students’ working groups for all activities.
The first activity was Defense Against the Dark Arts, which consisted of multiple skill- and knowledge-based stations designed to promote hands-on engagement. Four stations were implemented: tracheostomy care, patient assessment, phlebotomy, and perioperative care.
At the tracheostomy station, students performed suctioning techniques. During the assessment station, students completed a head-to-toe assessment and identified abnormal findings. At the phlebotomy station, students practiced blood draws and discussed various laboratory tests and their clinical purposes. The perioperative station focused on postoperative care, including incentive spirometry, leg exercises, deep breathing techniques, and performance of an electrocardiogram (ECG).
Students rotated through each station with their assigned House groups. At the end, faculty discuss these skills to nursing practice by identifying which “dark arts” were being prevented, such as breaks in sterility, improper cleaning techniques, incomplete assessments, and postoperative complications.
The second activity, Charms and Potions, focused on knowledge review. Students worked collaboratively within their House groups to answer quiz-style questions covering content from throughout the semester. Questions included previous quiz material, assigned readings, and laboratory skills knowledge. The House that correctly answered each question first was awarded points. At the conclusion of the activity, House points were totaled.
The final activity was Madame Pomfrey’s Hospital Wing, a comprehensive patient-care simulation. Students were assigned four patients—Albus Dumbledore, Sybil Trelawney, Gregory Goyle, and Ronald Weasley—each with a unique diagnosis and treatment plan. Students rotated through each patient scenario, providing appropriate nursing care. At the conclusion of the simulation, students were required to prioritize the patients by identifying which individual was most critical, determining who should be seen first, and establishing the appropriate order of care for all patients.
Although a formal pre-assessment survey was not conducted prior to implementation, outcomes were evaluated through a post-activity student survey and faculty observation. Following the review lab, students were asked the question, “Did you enjoy the Review Lab?” All participating students (45 out of 45) rated the experience as Most Enjoyable, indicating a highly positive student perception of the activity.
In addition to survey results, several qualitative observations were noted during the review day. Students demonstrated high levels of engagement, actively communicating with peers and participating in group discussions throughout each station. The themed format appeared to enhance the learning environment, as students responded positively to the consistent theme, displayed enthusiasm, and engaged in laughter and informal peer interaction while remaining focused on learning objectives.
This activity describes the implementation of a themed, experiential review day designed to reinforce nursing students’ knowledge and clinical skills prior to progression into the subsequent block of the nursing curriculum. Developed in response to student feedback, the review day was conducted in a laboratory setting and utilized a Harry Potter–themed framework to promote engagement, collaboration, and active learning.